An Urgency of Teachers: The Work of Critical Digital Pedagogy (original) (raw)
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A Collaborative Self Study of Critical Digital Pedagogies in Teacher Education
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This article explores the critical digital practices and pedagogies of two novice teacher educators. Employing self-study research methodologies, we examine our collaborations and integrations of critical digital practices into two literacy methods teacher education courses. Seeking to emphasize the 'critical' aspects of critical digital literacies, we coplanned and designed learning opportunities, which deliberately considered social, cultural, and ethical issues related to learning with and from digital technologies. Data were collected from the memos and shared on-line reflections recorded from our weekly meetings over the course of four months. This self-study helped us to understand our conceptualizations and enactments of critical digital pedagogies for teacher education. We developed a deeper understanding of the opportunities and challenges present when integrating critical digital texts into the curriculum. The planning, ongoing reflection and revisions of the course were meaningful, however, were time-consuming in nature. We argue this work should not be left solely to teacher educators; rather, teacher preparation programs must play a larger role in preparing and supporting teacher educators with both the technical and pedagogical know-how of meaningfully designing and integrating critical digital practices into their courses.
Title: The Next Challenge and Frontier: Digital Learners and Digital Teachers
Higher education is rapidly changing, and nowhere is this more evident than in how information (the grist of higher education) is obtained, processed, disseminated, and forged into knowledge. During the last decade digital technologies have radically changed how individuals, groups, and universities manage, store, access and process information. Technological advances have resulted in an explosion of new information in all fields and raised new challenges for teachers and students. How internet/digital connectivity and the near universal access to information will reshape higher education is largely unknown. This uncertainty arises from many sources including students who are digital natives, new technology based social structures, virtual environments such as Second Life, and the need to serve more students and ensure they are technologically literate global citizens. This paper will discuss some of the issues surrounding digital learning and teaching, briefly outline some current digital learning tools, and discuss some of the issues and challenges facing faculty and students as we move to the second decade of the 21 st century.
Digital Pedagogy in Teacher Education: A Need of the Hour
Educational Quest: An International Journal of Education and Applied Social Sciences, 2022
Digital pedagogy can be defined as a use of electronic elements to enhance or to change experience of teacher education. The simple use of PowerPoint in the classroom to the Khan Academy's exhortation to "flip the classroom," and the massive growth of Open Online Courses (MOOCs), all are included in digital pedagogy. Apart from these, digital pedagogy also include blogging assignments, the use of social media in the classroom, "forking" syllabi with GitHub, and engaging students to use digital tools to test ideas. Therefore, digital pedagogy is no less than an attempt to use technology for changing teaching and learning in a variety of ways. Academic interest in digital pedagogy has taken its own toll. Digital pedagogy centred journals such as Hybrid Pedagogy and the Journal of Interactive Technology and Pedagogy was launched in 2011. Paul Fyfe argued that a simple incorporation of a tool in a lecture, without any reflection on how the lecture from itself should evolve, is pretty much the same as a lecture without tool. This paper tries to define digital pedagogy in a broad way.
Online Professional Development Practices
The shift to teaching online is not straightforward, and faculty new to online teaching needed to be adequately prepared and supported to ensure quality courses and successful student learning outcomes. This chapter outlines both the theoretical and practical influences that informed the teaching of a successful online course. These elements are reflected on and analysed in order to provide recommendations for future professional learning programmes. These recommendations include encouraging faculty members to reflect on their beliefs and values, helping motivate them to make the necessary changes to their teaching practice, ensuring that they are informed about digital age learning theory, and providing ongoing support for both the pedagogical and practical aspects of online teaching.
In light of current or future pandemics, natural disasters, war, or personal preferences, remote or online learning is becoming increasingly common. This reality means that teachers need to be equipped with the skills necessary to effectively teach online. In this article the authors highlight the importance of preparing teachers with effective online teaching skills and knowledge, and suggest two areas for improvement: (1) research support for scholars to build a knowledge base to better understand effective online teaching, and (2) changes to teacher preparation programmes to better equip teachers for this changing reality. Before presenting these recommendations, a brief discussion of the state of online learning globally at the primary and secondary level (commonly referred to as K-12), as well as the limitations of existing teacher education, prior to the COVID-19 pandemic is provided.
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Introducing this special issue of the Journal of Literacy and Technology, the second part of the two-part special issues focusing on the COVID-19 "suddenly online" transition to remote/virtual eLearning modalities during the Spring of 2020. This article introduces the emergency voices from the field arising from the COVID-19 "suddenly online" transition to remote/virtual eLearning modalities during the Spring of 2020. This rare, and perhaps "once in a lifetime" momentous COVID-19 pandemic induced a paradigmatic shift in teaching and learning modalities. The first-hand eyewitness accounts which emerged from the turbulent months of the "suddenly online" transition in education are important to capture direct reports from participant observers of the experience. That in this case, many of these participant-observers are also trained educators, academic researchers, and able to provide meta-perspectives on those experiences makes recollections, reports, and perspectives even more remarkable and essential.
The Online Education Quandary: Is Higher Education Ready to Embrace the Digital Revolution?
Nota Bene 2014: 20th Anniversary Phi Theta Kappa Honor Society Anthology, 2015
The change of political party platforms ushered in with the democratic victory of Barak Obama in 2008 resulted in a distinct shift in public educational efforts from the “No Child Left Behind” standardization championed by the George W. Bush White House; refocusing attention on the American post secondary education system and underscoring the common core belief that a college education should and would be the goal of every graduating high school senior. Online courses will continue to augment traditional curriculum offerings and provide more students with the flexibility to begin, enhance and/or complete their degree. As with countless industries before it, post secondary education will and is being transformed by technology – in and out of the traditional classroom. It is critical that lawmakers, public and private institutions, educators, private corporations and entrepreneurs embrace the IT revolution that higher education is already immersed in and strive to maintain the affordability of these courses through cooperative authorship and deliverance. Early stumbles and hiccups have long-since given way to a viable, affordable, and statistically successful adjunct to higher education in America and internationally. The US must maintain its leading role in the quest for refined online education standards of development and delivery in order to provide the opportunity of a quality education and a path to fulfilling the American Dream.
2010
One of the primary aims of this brief study is to convince educators to think carefully about the use of technology. Evaluating what a new technological tool does as well as what it undoes is crucial to creating the most effective learning environment for both students and teachers. Further, teachers would do well to consider what effect the current technological climate has on their role as a teacher. The framework that is generated by thinking about these issues under this rubric can apply to many diverse forms of education. What is more, if a teacher has developed this foundation for evaluating the use of technology, he or she will be equipped for any new technological changes down the road. Whatever form of technology is on the horizon, an educator who has thought through these issues carefully and intentionally will be better prepared to reach each new generation of students. Though there are some who would point to new virtual technologies and conclude that they render the role of teacher obsolete, the burden of the above discussion is to demonstrate that this conclusion is shortsighted and unnecessary. Certain types of teachers are needed in order to produce certain types of students. Even in an online world, there is still an urgent need for offline teachers to help guide students in their pursuit of ordering the information they encounter and making sense of the world they intend to impact.
Braving the Waves: Issues and Coping of College Teachers in the Online Pedagogy
International Journal of Qualitative Research
The global experiences of the pandemic situation have introduced an unnecessary shift in the teaching-learning process setup among the different departments, curriculum developers, teachers, instructors, professors, students, pupils, and parents to adjust to the emerging needs that an online class format requires. This research aims to describe the experiences of the College teachers of Notre Dame of Marbel University in the online pedagogy. This is descriptive qualitative research using the in-depth interview as a data gathering method. Thematic analysis was conducted to get the emerging themes based on the narratives and sharing of the participants. The challenges of the teachers in the technical aspects are unupdated devices, problems with the main sources of technology, unfamiliarity with applications, and technological gaps; their challenges are difficulty in social interaction, not being technologically inclined, dishonesty of students, time management; emotional challenges ar...